The purpose of this article is to present the results of a study that examined the influence of a multi-stage, equity-focused professional development program on the beliefs and understandings about issues of equity and classroom practices among 28 science, technology, engineering, and mathematics (STEM) community college faculty members. The authors describe how the beliefs and understandings of the faculty members shifted after each stage of the program. They found that, only after implementing professional development in their classroom practices, there was a statistically significant shift in faculty members' understanding of seven of the nine constructs measured by the survey. The study reveals the need for community college faculty to implement research-informed professional development in the classroom.